The Materiality of Inclusion: Understanding Design Affordances for Equitable Youth Participation and Engagement in STE(A)M (Poster 53)

• In Event: AERA Poster Session Nine
  In Poster Session: Critical Perspectives on Advanced Technology for Learning

Abstract

Research is calling attention to implicit biases in the design of technologies and systems, which could impact equitable participation in computing and technology education and professions. This study examines how designs and material affordances shape participation, engagement and learning by investigating how secondary school-aged learners, who have no prior experience in making, coding, circuitry or design (and from historically minoritized backgrounds in STEM) engaged in different workshops around designing integrated systems (digitally and physical interactive designs), which feature different making and content creation technologies. Quantitative and qualitative findings illustrate important nuances in how participants engaged in and expressed computational thinking and self-efficacy. We discuss these findings in light of increasing calls for social justice-oriented and transformative research and practice.

Authors

• Gabriela T. Richard, Pennsylvania State University
  Presenting Author

• Lillyanna Faimon, Pennsylvania State University
  Presenting Author

• Sagun Giri, Pennsylvania State University
  Presenting Author